Acceso usuarios
Aurora Martínez Ezquerro 
La educación poética es una de las grandes olvidadas en la aulas de Educación Secundaria. Tanto la legislación como los manuales al uso no responden a las expectativas de un género literario tan rico y con tantas posibilidades didácticas. En el presente artículo se realiza un recorrido analítico tanto por la legislación vigente como por los manuales de Bachillerato con el fin de estudiar el método y concepto que de la poesía y sus comentarios de texto ofrecen. A la luz de los resultados obtenidos, se muestra la posibilidad de mejora didáctica del comentario de texto a partir de la creación poética de la granadina Mariluz Escribano.
Poetic education in Secondary Education classes requires a method that develops the competencies of the curriculum. Various studies have conducted research to improve this approach, but the most appropriate research is from Primary Education. It is necessary to provide an appropriate method to the educational level and to the diversity of secondary school students. With these needs in mind, this article analyzes, firstly, the approach that the legislation offers to study poetic education. Later, and with a comparative method, the curricular instruments of the poetic practice of the Secondary manuals are compared. With the results obtained, the usefulness of applying a new collaboration methodology of "active poetic reflection" that improves on the usual practice of textual analysis, is shown and assessed. To these ends, the poetic creation of the writer from Granada Mariluz Escribano is taken as a model, which rescues part of the feminine literary canon that is hidden in the user manuals. The applied method -characterized by its flexibility- constitutes an adequate curricular instrument that develops, among other competences, the ability to interpret, inherent to poetic analysis in a space of shared reflection.
